International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210
International Journal of Progressive Education
International Association of Educators

Original article | International Journal of Progressive Education 2020, Vol. 16(3) 34-52

Determining the Standards of Teaching and Learning Process as a Component of Curriculum

Ferdi Bahadır & Murat Tuncer

pp. 34 - 52   |  DOI: https://doi.org/10.29329/ijpe.2020.248.3   |  Manu. Number: MANU-2004-08-0012

Published online: June 05, 2020  |   Number of Views: 249  |  Number of Download: 842

Save PDF

Abstract

In this research, it is aimed to determine the standards of learning teaching process as a component of curriculum.On the basis of the Delphi technique, standards were determined through the opinion of two hundred and ninety-five educational sciences experts from ten universities from all regions of Turkey in this study which was performed in three rounds. As a result, ten standards and two hundred six indicators were determined in terms of educational process. These standards have been categorized as 101 items for teachers oriented, 18items for school administration, 11 items for Education and Training Policies, 19 items for Learning Environment, 22 items for Teaching Material, 9 items for Content, 2 items for Evaluation, 5 items for Teaching Process, 8 items for Learning and 11items for Curriculum Standards. These standards, which the expert group agreed on independently, were significantly related to both national and international standards in the literature. It will be useful to conduct researches on the extent to which these standards are met in the education process. This research is considered to be very important to be the first research on this subject in Turkey and to provide opportunity to evaluate the curriculum based on standards.

Keywords: Teaching and Learning ProcessStandards, Program Development, Standard Development, Delphi Technique, Standards in Teaching

How to Cite this Article?

APA 6th edition
Bahadir, F. & Tuncer, M. (2020). Determining the Standards of Teaching and Learning Process as a Component of Curriculum . International Journal of Progressive Education, 16(3), 34-52. doi: 10.29329/ijpe.2020.248.3

Harvard
Bahadir, F. and Tuncer, M. (2020). Determining the Standards of Teaching and Learning Process as a Component of Curriculum . International Journal of Progressive Education, 16(3), pp. 34-52.

Chicago 16th edition
Bahadir, Ferdi and Murat Tuncer (2020). "Determining the Standards of Teaching and Learning Process as a Component of Curriculum ". International Journal of Progressive Education 16 (3):34-52. doi:10.29329/ijpe.2020.248.3.
References
  1. AITSL, (2018). Australian professional standards for teachers. (https://educationstandards.nsw.edu.au/wps/wcm/connect/8658b2fa-62d3-40ca-a8d9-02309a2c67a1/australian-professional-standards-eachers.pdf?MOD=AJPERES&CVID; Acces Date: 28 January 2019). [Google Scholar]
  2. Akalın-Akdağ, G. (2009). İlköğretim okul müdürlerinin öğretimsel liderlik davranışlarının yeni ilköğretim müfredatının uygulanmasındaki etkililik düzeyi. Unpublished Master’s Thesis, Afyon Kocatepe University Institute of Social Sciences, Afyon. [Google Scholar]
  3. Alkan, (2011). Eğitim Teknolojisi (8. Edition). Ankara: Anı Publishing. [Google Scholar]
  4. Arıkan, S. (2016). Türkiye’deki öğrencilerin öğrenme fırsatları ve matematik performansları arasındaki ilişki. Mustafa Kemal University Institute of Social Sciences Journal, 13(36), 47-66. [Google Scholar]
  5. Bacanlı, H. (2018). Eğitim Psikolojisi. Ankara: Pegem Akademi Publishing. [Google Scholar]
  6. Baker, E.L. (1992). Issues in policy, assessment, and equity. In Proceedings of the second national researchsymposium on limited English proficient student issues: Focus on evaluation and measurement. Volume 2.Washington, DC: U.S. Department of Education, Office of Bilingual Education and Minority Languages Affairs. [Google Scholar]
  7. Bakioğlu, A. and Baltacı, R. (2010). Akreditasyon, Eğitimde Kalite. Ankara: Nobel Publishing. [Google Scholar]
  8. Banicky, L. (2000). Opportunity to learn. College of Human Resource, Education, and Public Policy, University of Delaware, Education Policy Brief, vol. 7. [Google Scholar]
  9. Barton, P. E. (2009). National education standards: getting beneath the surface. policy ınformation perspective. Educational Testing Service.  (http://www.ets.org/Media/Research/pdf/PICNATEDSTAND.pdf; Acces Date: 15 February 2019). [Google Scholar]
  10. Beane, J. A. (1995). Curriculum integration and the disciplines of knowledge. The Phi Delta Kappan, 76(8), 616-622. [Google Scholar]
  11. Bellour, L. (2017). The competency based approach and its discontents in the algerian secondary schools. Développement Des Sciences Sociales, 10, 57-79.‎ [Google Scholar]
  12. Beltekin, N., Şahin Özdemir, B., Yılmaz, G., Akkalkan, H. and Cemaloğlu, N. (2013). Ortaöğretim kurumları standartları. Uşak University Social Sciences Institude journal, 6(2), 291-312. [Google Scholar]
  13. Boegehold, B. D. (1977). Education before five: A Handbook on Preschool Education. [Google Scholar]
  14. Bozkurt, S., and Aslanargun, E. (2015). Öğretim sürecinin yönetimi ve öğrenci başarısının değerlendirilmesine yönelik okul müdürlerinin öğretim liderliği davranışları. Journal of Education and Humanities: Theory and Application, 6(11), 151-174. [Google Scholar]
  15. BSI, (2018). Standart nedir. (https://www.bsigroup.com/tr-TR/Standartlar/Standartlar-Hakkinda-Bilgiler/Standart-Nedir/; Acces Date: 10 Februray 2019). [Google Scholar]
  16. Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö.E., Karadeniz, Ş. and Demirel, F. (2015). Bilimsel Araştırma Yöntemleri (19. Edition). Ankara: Pegem Akademi Publishing. [Google Scholar]
  17. Can, N. (1998). Öğretmen ve yöneticinin etkililiğinin öğretimdeki rolü. Educational Management in Theory and Practice, 13(13), 55-69. [Google Scholar]
  18. Carmichael, S. B., Martino, G., Porter-Magee, K., and Wilson, W. S. (2010). The state of state standards-and the common core-in 2010. Washington, DC: Thomas B. Fordham Institute. [Google Scholar]
  19. CCSS, (2018). Common Core State Standards for Englısh Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects: (http://www.corestandards.org/wp-content/uploads/ELA_Standards1.pdf; Acces Date: 1 Febryary 2019). [Google Scholar]
  20. CDE, (2011). Colorado Teacher Quality Standards. [Google Scholar]
  21. (https://www.cde.state.co.us/sites/default/files/documents/educatoreffectiveness/downloads/colorado_quality_standards_for_teachers.pdf; 05 Şubat 2018 tarihinde erişilmiştir). [Google Scholar]
  22. Celep, C. (2014). Sınıf yönetiminde kuram ve uygulama (7. Edition). Ankara: Nobel Akademi Publishing [Google Scholar]
  23. Çağlar, İ. and Kılıç, S. (2008). Kalite güvence standartları (Improved 3. Edition). Ankara: Nobel Publishing. [Google Scholar]
  24. Darling-Hammond, L. (1999). Reshaping Teaching Policy, Preparation, and Practice. Influences of the National Board for Professional Teaching Standards. (Washington, DC, AACTE Publications). [Google Scholar]
  25. Das, M., El-Sabban, F. and Bener, A. (1996). Student and faculty perceptions of the characteristics of an ideal teacher in a classroom setting. Medical Teacher, 18(2), 141-146. [Google Scholar]
  26. Demirel, Ö. (2011). Kuramdan Uygulamaya Eğitimde Program Geliştirme (16. Edition). Ankara: PegemA Publishing. [Google Scholar]
  27. Departmen for Education, (2013). Teachers’ standards guidance for school leaders, school staff and governing bodies. (https://www.gov.uk/government/publications/teachers-standards; Acces Date: 20 June 2018). [Google Scholar]
  28. Departmen for Education, (2016). National standards of excellence for headteachers, Departmental advice for headteachers, governing boards and aspiring headteachers. (https://www.gov.uk/government/publications/national-standards-of-excellence-for-headteachers; Acces Date: 20 June 2018). [Google Scholar]
  29. Departmen for Education, (2016b). National standards of excellence for headteachers, Departmental advice for headteachers, governing boards and aspiring headteachers. (https://www.gov.uk/government/publications/national-standards-of-excellence-for-headteachers; Acces Date: 20 June 2018). [Google Scholar]
  30. Doherty, G. D. (Ed.). (2003). Developing quality systems in education. London Routledge. [Google Scholar]
  31. Dolu, A. (2018). 2015 Mathematical analysis of equal opportunities in education in Turkey through PISA results. Suleyman Demirel University Journal of Faculty of Economics & Administrative Sciences, 23(3), 923-935. [Google Scholar]
  32. Dougherty, K. J. (1996). Opportunity-to-learn standards: A sociological critique. Sociology of Education, 40-65. [Google Scholar]
  33. Erişen, Y. (2003). Toplam kalite sistemini oluşturmada temel aşama: Standartların belirlenmesi. Turkish Educational Sciences Journal, 1(3), 285-301.  [Google Scholar]
  34. Eryaman, M. Y. (2007). From reflective practice to practical wisdom: Toward a post-foundational teacher education. International Journal of Progressive Education, 3(1), 87-107. [Google Scholar]
  35. European Commission, (2009). Common European principles for teacher competences and qualifications.  (http://www.pef.uni-lj.si/bologna/dokumenti/eu-common-principles.pdf; Access Date: 20 February 2019). [Google Scholar]
  36. Fidan, N. (2012). Okulda Öğrenme ve Öğretme (3. Edition). Ankara: Pegem Akademi Publishing. [Google Scholar]
  37. Göksoy, S. (2014). Eğitim Sistemlerinde Kalite Standartları ve Kalite Standart Alanları. 21. Yüzyılda Eğitim ve Toplum, 3(7), 85-99. [Google Scholar]
  38. Great Schools, (2015). Why are standards important?  (https://www.greatschools.org/gk/articles/why-are-standards-important/; Access Date: 14 December 2018). [Google Scholar]
  39. Güler, D. and Bıkmaz, F. H. (2002). Anasınıflarda fen etkinliklerinin gerçekleştirilmesine ilişkin öğretmen görüşleri. Educational Sciences and Applications, 1(2), 249-267. [Google Scholar]
  40. Hotaman, D. (2010). Demokratik eğitim: Demokratik bir eğitim programı. Journal of Theoretical Education, 3(1), 29-42. [Google Scholar]
  41. Kahramanoğlu, R. (2014). Öğretmen yetiştiren kurumlara öğrenci seçiminde kullanılacak giriş standartları ve bu standartların nasıl ölçülebileceği üzerine bir araştırma. Unpublished Phd Thesis, Gaziantep University Institude of Educational Sciences. [Google Scholar]
  42. Karamustafaoğlu, S. and Kandaz, U. (2014). Okul öncesi eğitimde fen etkinliklerinde kullanılan öğretim yöntemleri ve karşılaşılan güçlükler. Gazi University Journal of Education Faculty, 26(1), 65-81. [Google Scholar]
  43. Karasar, N. (2009). Bilimsel Araştırma Yöntemleri. Ankara: Nobel Publishing. [Google Scholar]
  44. Kılıç, M. (2002). Öğrenmenin doğası. Binnur Yeşilyaprak (Ed.), Gelişim ve Öğrenme Psikolojisi (2. Edition)(p.166-195). Ankara: Pegema Publishing. [Google Scholar]
  45. Küçükahmet, L. (2011). Öğretim ilke ve yöntemleri (25. Edition). Ankara: Nobel Publishing. [Google Scholar]
  46. Lachat, M. A. (1994). High standards for all students: Opportunities and challenges. New Hampshire: Center For Research Management. [Google Scholar]
  47. Malone, B. G. and Nelson, J. S. (2006). Standards-based reform: Panacea for the twenty-first century? Educational Horizons, 84(2), 121-128. [Google Scholar]
  48. McNairy, M. R. (1985). Sciencing: science education for early childhood. School Science and Mathematics, 85(5), 383-393. [Google Scholar]
  49. MEB, (2015). Okul öncesi eğitim ve ilköğretim kurumları standartları kılavuz kitabı, yöneticiler, öğretmenler, maarif müfettişleri ve uzmanlar için kavramsal temeller ve uygulama.   (https://tegm.meb.gov.tr/meb_iys_dosyalar/2015_04/09112933_kurumstandartlarklavuzkitap.pdf; Acces Date: 19 February 2019). [Google Scholar]
  50. Meyers, H. W. and Rogers, J. D. (2014). Equity of Opportunity to Learn, Spending and Student Achievement: A Statewide Analysis. Paper presented at American Educational Research Association Conference, Philadelphia, USA. [Google Scholar]
  51. NCEST (1992). Raising standards for American education. Wahington DC: US Government Printing Office. [Google Scholar]
  52. NDESPB. (2017). Program approval standards. (https://www.nd.gov/espb/; Acces Date: 5 February 2018). [Google Scholar]
  53. NPBEA, (2015). Professional Standards for Educational Leaders. Reston, VA:  Author. (http://npbea.org/wp-content/uploads/2017/06/Professional-Standards-for-Educational-Leaders_2015.pdf; Acces Date: 10 March 2018). [Google Scholar]
  54. NRC, (1996). National science education standards. Washington, DC: National Academic Press. (http://nap.edu/4962; Acces Date: 7 Februray 2018). [Google Scholar]
  55. NSTA, (2003). Standards for science teacher preparation. Faculty Publications: Department of Teaching, Learning and Teacher Education, 86. [Google Scholar]
  56. Osmanoğlu, A. E., and Yaşa, R. (2018). Lise öğrencilerinin okul ortamından beklentileri. Electronic Turkish Studies, 13(19), 1291-1312. [Google Scholar]
  57. Özdemir, S., and Sezgin, A. G. F. (2002). Etkili okullar ve öğretim liderliği. Kyrgyzstan Manas Journal of Social Sciences, 2(3), 266-282. [Google Scholar]
  58. Özden, Y. (2012). Sııf içinde öğrenme öğretme ortamının düzenlenmesi, Emin Karip (Ed.). Sınıf Yönetimi. Ankara: Pegem Akademi Publishing.  [Google Scholar]
  59. Pozo-Munoz, C., Rebolloso-Pacheco, E. and Fernandez-Ramirez, B. (2000). The “ideal teacher” implications for student evaluation of teacher effectiveness. Assessment & Evaluation in Higher Education, 25(3), 253-263. [Google Scholar]
  60. Pring, R. (1992). Standards and quality in education. British Journal of Educational Studies, 40(1), 4-22. [Google Scholar]
  61. Richardson, V. (1994). Standards and Assessments: What is their Educative Potential? In M.E. Diez, V. Richardson & P.D. Pearson (Eds), Setting Standards and Educating Teachers: A National Conversation (pp. 15–36). Washington, D.C.: American Association of Colleges for Teacher Education. [Google Scholar]
  62. Saracaloğlu, A.S., and Ceylan, V.K. (2016). Farklı ülkelerde öğretmen yetiştirme: ABD, Güney Kore, İrlanda, Singapur ve Türkiye. The 4th International Congress on Curriculum and Instruction, Antalya. [Google Scholar]
  63. Sarıtaş, S. (2013). Ortaöğretim öğrencilerine göre ideal öğretmen özellikleri. Unpublished Phd Thesis, Gazi University Institute of Educational Sciences, Ankara. [Google Scholar]
  64. Schwartz, W. (1995). Opportunity to learn standards: Their impact on urban students. ERIC/CUE Digest Number 110. ED389816 1995-12-00. [Google Scholar]
  65. Sezgin, F., and Duran, E. (2010). İlköğretim okulu öğretmenlerinin öğrencilerin istenmeyen davranışlarına yönelik önleme ve müdahale yöntemleri. Journal of Gazi University Faculty of Education, 30(1), 147-168. [Google Scholar]
  66. Shapiro, D. (2006). School gardens grow science achievement scores. National Science Teachers Association Reports. [Google Scholar]
  67. Stevens, F. I. (1993). Applying an opportunity-to-learn conceptual framework to the investigation of the effects of teaching practices via secondary analyses of multiple-case-study summary data. The journal of Negro education, 62(3), 232-248. [Google Scholar]
  68. Sweeny, B. (1999). Content standards: Gate or bridge? Kappa Delta Pi Record, 35 (2), s. 64-67. [Google Scholar]
  69. Şimşek, A. (2009). Öğretim Tasarımı. Ankara: Nobel Publishing. [Google Scholar]
  70. Şişman, M. (2009). Öğretmen Yeterlilikleri: Modern Bir Söylem ve Retorik. İnönü University Journal of Educatiın Faculty. 10(3), 63-82. [Google Scholar]
  71. Taşpınar, M. (2005). Öğretim Yöntemleri (2. baskı). Ankara: Nobel Publishing. [Google Scholar]
  72. TESOL, (2017). Draft 2017 TESOL Standards for P-12 Teacher Education Programs. (https://www.tesol.org/docs/default-source/advocacy/tesol_standards-p12-teacheredprograms-public-draft.pdf?sfvrsn=0; Acces Date 20 February 2019). [Google Scholar]
  73. Tuncer, M., Bal, S., Özüt, A., and Köse, N. (2012). Ortaöğretim kurumları öğrenme ortamlarının çeşitli değişkenler açısından değerlendirilmesi. Gaziantep University Journal of Social Sciences,11(1), 85-101. [Google Scholar]
  74. UCLA/IDEA, (2019). Opportunity to Learn. (https://idea.gseis.ucla.edu/resources/docu ments/OTL-English.pdf/view?searchterm=OTL; Acces Date: 24 February 2019). [Google Scholar]
  75. Ural, O., and Ramazan, O. (2007). Türkiye’de Okul Öncesi Eğitimin Dünü ve Bugünü. Türkiye’de Okul Öncesi Eğitim ve İlköğretim Sistemi Temel Sorunlar ve Çözüm Önerileri. (Eds: S.Özdemir, S., Bacanlı, H., and Sözer, M.). p, 11-56. Ankara: Turkish Education Association Publications. [Google Scholar]
  76. Utah Effective Teaching Standards, (2011). Utah effective teaching standards alignment with model core teaching standards. (https://www.uen.org/k12educator/uets/; Acces Date: 05 May 2018). [Google Scholar]
  77. Varış, F. (1996). Eğitimde program geliştirme" teori ve teknikler. Ankara: Alkım Publishing. [Google Scholar]
  78. Wiles, J. (2016). Eğitim Program Liderliği (Çev. M.B. Avcı). Ankara: Nobel Publishing. [Google Scholar]
  79. Yanpar-Yelken, T., Çelikkaleli, Ö. and Çapri, B. (2007). Eğitim fakültesi kalite standartlarının belirlenmesine yönelik öğretmen adayı görüşleri (Mersin Üniversitesi örneği). Journal of Mersin University Faculty of Education, 3(2), 191-215.  [Google Scholar]
  80. YÖK, (1999). Türkiye’de Öğretmen Eğitiminde Standartlar ve Akreditasyon. Ankara: YÖK: Teacher Training Series. [Google Scholar]
Download
Metric
History
Related

Volume 16 Issue 3

June 2020

All Articles

International Journal of Progressive Education

International Association of Educators.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Public License.
Privacy policy     |     Terms of Use     |     Use of Cookies
Creative Commons Lisansı
© 2012 - 2024 - THDSoft e-Journal Management System.